What sort of university do you work for, and how do you know? In this column, Chris Kelly invites higher education professionals to slow down, take a seat in their classrooms, and experience learning spaces from perspectives beyond their own. Examining institutions that ignore accessibility risks, those that stop at ADA compliance, and those striving for Universal Design for Learning, the piece makes the case that inclusive design is not about avoiding lawsuits, but about creating spaces where students and faculty can fully participate without having to ask for special permission. Read More
